True personalized learning facilitates more equitable outcomes by promoting success for more students. By designing classroom practices that embrace individual differences, personalization can add depth to the learning experiences of all students. Both achievement gaps and opportunity gaps have been documented for students of color, English language learners, students with disabilities, and students living in poverty. Any definition of personalized learning that omits an explicit equity focus has the potential to amplify inequities for these students.
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UMPI has become one of the first schools of its kind in the country to fully embrace proficiency-based education.
New England’s four-year high school graduation rate increased by nearly eight percentage points from 2009 to 2015, according to an annual report from the New England Secondary School Consortium’s Common Data Project
Five Highly Selective New England Institutions of Higher Education Offer Statements of Support for Proficiency-Based Transcripts
67 public institutions of higher education from across New England provided statements and letters articulating their support for proficiency-based learning and stating—unequivocally—that students with proficiency-based grades and transcripts will not be disadvantaged in any way.
From Education WeekPublished October 18, 2016By Sean CavanaghOn Mondays at Luella Middle School, the big, broad goal of “personalized learning” gets distilled down to a simple concept: Students who need
From The AtlanticPublished October 11, 2016By Tanya PapernyThree hours from Portland, Maine, and two hours from the state capital of Augusta, picturesque Deer Isle has two towns on it (Deer
Maine’s Regional School District 19—which includes League of Innovative Schools member Nokomis Regional High School—is recognized in District Administration magazine for its comprehensive student portfolio program.
The New England Board of Higher Education (NEBHE) and the New England Secondary School Consortium (NESSC) convened a meeting of admissions leaders from highly selective New England colleges and universities and facilitated a robust discussion on proficiency-based learning and grading.
Fifteen-year-old Elliot Nevells spends his summers working on a lobster boat. The days are long and grueling, but he doesn’t mind.